Stage 2: Determine Acceptable Evidence.

Performance Task (Summary in G.R.A.S.P.S. form): (T)

Goal:To develop an argument that reflects a historical point of view. Role:A historical figure prominent during the American Revolution. Audience:A local historical society. Situation:Debating to decide what course of action the colonies will take. Product/Presentation:Imovie or GarageBand Standards (criteria from both rubrics): product: accurate presentation of view point correct vocabulary/terminology accurate historical facts proper debate procedure grammar/spelling professional product presentation: appropriate language speaks clearly assigned length proper note card format respectful well prepared

Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):

Other Evidence (OE)

• Quiz on important battles, the quiz will ask for the victor, as well as the generals, cause of loss or defeat, and the significance of the battle. • Work Samples: check note cards for debate. Each student should have a set of note cards that include main points to be made in the debate, as well as quotations to be integrated into the debate, but not used solely as points. • Test: culminating test on the American Revolution. This test will ask for events leading up to the war, foreign influences and feelings. It will also look for battle specifics and the student should be able to match each figure to what accomplishments they are most closely associated with.

Student Self-Assessment and Reflection

Self-Assessment (SA)

• Self Assess: What view you would have held in regards to going to war with Great Britain. From what you have been taught what makes you feel this way.? • Reflect: Why your person felt the way they did, was it personal reasons that influenced their decisions or was it ideas for a grander life style for the colonists? • Reflect: How life would be different if a loyalist view point one out among the colonies? Would it only affect our country or would it affect the entire world?

Assessment Task Blue Print

What understandings/goals will be assessed through this task? (G)

Understanding	Goal (MLR)
•The revolutionary players had a variety of view points on the same issues.	•b. Analyze major eras, major enduring themes, turning points, events, consequences and people in the history of the United States and world and the implications for the present and future.

What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?

Big Idea	Big Idea
•American Revolution	•Impact on World History

Through what authentic performance task will students demonstrate understandings?

Task Description: (T)

You woke up this morning in the charged years leading up to the American Revolution. To your horror everybody is mistaking you for a famous figure of the time, and it has fallen to you to debate the war using this person's point of view to prevent the future from changing. In order to do this it is your job to research how your person felt about the idea of war, this is important because much like in modern politics, not everybody felt the same way. In research you will notice that some of the view points overlap while others are drastically different. If you find this be reassured that you are doing a thorough research job. The debate that will result from all the research will be judged by a panel of experts.

What student products/performances will provide evidence of desired understandings?

Type II Product	Type of Presentation
•I movie	•presentation

By what criteria will student products/performances be evaluated?

Product Criteria	Presentation Criteria
•accurate presentation of view point •correct vocabulary/terminology •accurate historical facts •proper debate procedure •grammar/spelling •professional product	•appropriate language •speaks clearly •assigned length •proper note card format •respectful •well prepared

2004 ASCD and Grant Wiggins and Jay McTighe